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      知识的学习和技能的形成</h1>
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          <h1 id="知识的学习"><a href="#知识的学习" class="headerlink" title="知识的学习"></a>知识的学习</h1><h2 id="知识的概念与分类"><a href="#知识的概念与分类" class="headerlink" title="知识的概念与分类"></a>知识的概念与分类</h2><h3 id="知识的概念"><a href="#知识的概念" class="headerlink" title="知识的概念"></a>知识的概念</h3><p>对客观事物的特征和联系的反应，是人类经验，思想，智慧的表现形式</p>
<h3 id="知识的分类"><a href="#知识的分类" class="headerlink" title="知识的分类"></a>知识的分类</h3><h4 id="感性知识和理性知识"><a href="#感性知识和理性知识" class="headerlink" title="感性知识和理性知识"></a>感性知识和理性知识</h4><p>感性知识：感官获得的知识，具体的特征，有型的信息，可分为感知和表象两种<br>理性知识：事物的本质和联系，包括概念和命题。</p>
<h4 id="陈述知识，程序知识，策略知识"><a href="#陈述知识，程序知识，策略知识" class="headerlink" title="陈述知识，程序知识，策略知识"></a>陈述知识，程序知识，策略知识</h4><p>陈述知识：语言能直接描述的知识，回答事物 是什么，为什么，怎么样 的问题。是事物的特征和联系。<br>程序性知识：不能直接描述的知识，可以借助某种方法简介推敲的知识，是 什么做，做什么 的问题。<br>策略知识：关于 如何思考，如何学习的知识。</p>
<h4 id="显性知识和隐形知识"><a href="#显性知识和隐形知识" class="headerlink" title="显性知识和隐形知识"></a>显性知识和隐形知识</h4><p>显性知识：显明的知识，能被语言表达，能用文字，符号表示的知识<br>隐性知识：隐晦的，没法表达的，尚不明了的。</p>
<h2 id="知识学习的分类"><a href="#知识学习的分类" class="headerlink" title="知识学习的分类"></a>知识学习的分类</h2><h3 id="表征学习"><a href="#表征学习" class="headerlink" title="表征学习"></a>表征学习</h3><p>表征学习（符号学习）学习符号代表的意义。（符号比如词语）</p>
<h3 id="概念学习"><a href="#概念学习" class="headerlink" title="概念学习"></a>概念学习</h3><p>学习事物的共同属性，能区分不同的事物。<br>表征学习是概念学习的基础，概念学习又是命题学习的基础</p>
<h3 id="命题学习"><a href="#命题学习" class="headerlink" title="命题学习"></a>命题学习</h3><p>学习句子中若干概念之间的关系。<br>非概括性命题：两个或者两个以上特殊事物之间的关系<br>概括性明细：非特殊事物的关系性质。</p>
<h3 id="下位学习，上位学习，并列结合学习"><a href="#下位学习，上位学习，并列结合学习" class="headerlink" title="下位学习，上位学习，并列结合学习"></a>下位学习，上位学习，并列结合学习</h3><h4 id="下位学习"><a href="#下位学习" class="headerlink" title="下位学习"></a>下位学习</h4><p>之前已经学习了相关更加高级的知识，在学习高级知识包含的低级知识。<br>派生类属：是指自己学习的高知识中的一个具体例子<br>相关类属：对原来高级知识的拓展和补充。</p>
<h4 id="上位学习"><a href="#上位学习" class="headerlink" title="上位学习"></a>上位学习</h4><p>总括性学习：自己已经学过了知识，新学的知识包含了旧的知识，并且比旧的知识更加广泛和高级。</p>
<h4 id="并列组合学习"><a href="#并列组合学习" class="headerlink" title="并列组合学习"></a>并列组合学习</h4><p>新旧知识没有相互的上下机概念，而是可以类比并列的知识。</p>
<h2 id="知识学习的过程。"><a href="#知识学习的过程。" class="headerlink" title="知识学习的过程。"></a>知识学习的过程。</h2><p>学习的主要是陈述性知识：<br>分为三个阶段：知识学习，知识保存，知识提取。<br>知识学习：感知和接触，原有的知识体系，接纳新的感知的内容。<br>知识保存：吧知识长期记忆，需要复习，不然会有遗忘出现。<br>知识提取：运用知识回答为，是陈述性知识变为程序性知识到自动型知识的过程。</p>
<h3 id="知识直观"><a href="#知识直观" class="headerlink" title="知识直观"></a>知识直观</h3><h4 id="知识直观的概念"><a href="#知识直观的概念" class="headerlink" title="知识直观的概念"></a>知识直观的概念</h4><p>直接感知到的知识进行的加工，是不知道知道的开始，包括，实物直观，模象直观，言语直观</p>
<h4 id="提升知识直观效果的措施"><a href="#提升知识直观效果的措施" class="headerlink" title="提升知识直观效果的措施"></a>提升知识直观效果的措施</h4><p>1.灵活的选用实物直观和模象直观<br>2.加强磁和实物和摸象相结合<br>3.运用感知规律，突出直观特点，</p>
<pre><code>1. 强度律：实物和摸象一定要突出特点
2. 差异率：摸象和其他的物体差异明显
3. 活动率：活动的物体要比静止的物体更加容易感知
4. 组合率：性质概念类似的物体可以当做一个整体来感知
5. 协同率：利用多个感知器官感知。
</code></pre><h3 id="只是概况"><a href="#只是概况" class="headerlink" title="只是概况"></a>只是概况</h3><h4 id="只是概况的概念"><a href="#只是概况的概念" class="headerlink" title="只是概况的概念"></a>只是概况的概念</h4><p>获得事物抽象的关系和概念，联系。</p>
<h4 id="提高知识概括的措施"><a href="#提高知识概括的措施" class="headerlink" title="提高知识概括的措施"></a>提高知识概括的措施</h4><ol>
<li>运用正面例子和反面例子</li>
<li>充分运用变式：变式是指不去改变知识的关键特征，去改变无关特征，让学习者更加充分的认识</li>
<li>进行科学的比较：同类比较和异类比较，同类比较是指相同的概念进行加，异类比较是不同的概念但是相类似的原理。</li>
<li>启发学生自觉地知识概括：鼓励学生自己总结原理知识<h3 id="促进知识获取和保持的方法"><a href="#促进知识获取和保持的方法" class="headerlink" title="促进知识获取和保持的方法"></a>促进知识获取和保持的方法</h3><h4 id="明确知识学习的目的，增强学习的主动性"><a href="#明确知识学习的目的，增强学习的主动性" class="headerlink" title="明确知识学习的目的，增强学习的主动性"></a>明确知识学习的目的，增强学习的主动性</h4>告知学习的目的，<h4 id="在学习知识和使用知识的条件之间建立联系，"><a href="#在学习知识和使用知识的条件之间建立联系，" class="headerlink" title="在学习知识和使用知识的条件之间建立联系，"></a>在学习知识和使用知识的条件之间建立联系，</h4>学以致用，告知学生学习是为了如何运用提高主动性。<h4 id="深度加工学习材料"><a href="#深度加工学习材料" class="headerlink" title="深度加工学习材料"></a>深度加工学习材料</h4>增加学习知识的细节，让学生更容易记忆，例如增加例子，作比较等等。<h4 id="进行组块化编码"><a href="#进行组块化编码" class="headerlink" title="进行组块化编码"></a>进行组块化编码</h4>将较小的信息员组合为较大的有意义的信息，加以记忆<h4 id="合理安排联系和复习"><a href="#合理安排联系和复习" class="headerlink" title="合理安排联系和复习"></a>合理安排联系和复习</h4>集中练习和分散练习。<br>集中练习是指：集中一段时间去练习，分散每天一部分，直到掌握为止。<br>复习也分为集中复习和分散复习。</li>
</ol>
<h1 id="技能的形成"><a href="#技能的形成" class="headerlink" title="技能的形成"></a>技能的形成</h1><h2 id="技能概念"><a href="#技能概念" class="headerlink" title="技能概念"></a>技能概念</h2><p>通过学习和练习得到的能确保活动正常进行的能力<br>技能的形成不只是需要陈述性知识也需要程序性知识</p>
<h2 id="技能分类"><a href="#技能分类" class="headerlink" title="技能分类"></a>技能分类</h2><h3 id="操作技能"><a href="#操作技能" class="headerlink" title="操作技能"></a>操作技能</h3><p>运动技能，动作技能<br>特点1.动作对象是客观的，<br>2.动作的执行是外显的。<br>3.动作的结构是展开的</p>
<h3 id="心智技能"><a href="#心智技能" class="headerlink" title="心智技能"></a>心智技能</h3><p>通过学习获得的心智活动，合乎法则。<br>如：写作，运算，解题等等。</p>
<h2 id="操作技能的形成理论"><a href="#操作技能的形成理论" class="headerlink" title="操作技能的形成理论"></a>操作技能的形成理论</h2><h3 id="操作定向"><a href="#操作定向" class="headerlink" title="操作定向"></a>操作定向</h3><p>对动作的初步理解，对陈述知识和程序知识的初步理解</p>
<h3 id="操作模仿"><a href="#操作模仿" class="headerlink" title="操作模仿"></a>操作模仿</h3><p>将操作定向的内容实际表现出来，再现特定的动作</p>
<h3 id="操作整合"><a href="#操作整合" class="headerlink" title="操作整合"></a>操作整合</h3><p>在模仿阶段学习到的内容各个动作进行连贯的练习，化为一体化的动作</p>
<h3 id="操作熟练"><a href="#操作熟练" class="headerlink" title="操作熟练"></a>操作熟练</h3><p>动作熟练能适应环境的变化，具有程序化，自动化，完善化特点</p>
<h2 id="操作技能的培养"><a href="#操作技能的培养" class="headerlink" title="操作技能的培养"></a>操作技能的培养</h2><h3 id="准确的示范和讲解"><a href="#准确的示范和讲解" class="headerlink" title="准确的示范和讲解"></a>准确的示范和讲解</h3><p>准确的讲解可以形成准的定向。</p>
<h3 id="必要而适当的练习"><a href="#必要而适当的练习" class="headerlink" title="必要而适当的练习"></a>必要而适当的练习</h3><p>练习是掌握技能的必要环节。<br>练习次数和成绩的提高存在以下关系<br>1， 逐步练习，成绩逐步提高</p>
<ol start="2">
<li>逐渐练习，成绩提高一定高度后停止，甚至有所降低，在一段时间之后再次提高，<br>形成这种现象的原因可能是：方法不对，心情消极，生理疲劳，意志不够坚定。<br>教育过程中应该准守的原则；</li>
<li>目标和要求要清晰</li>
<li>练习时长，次数，质量要保证</li>
<li>练习由易到难循序渐进</li>
<li>练习方法多样化</li>
</ol>
<h3 id="充分有效的反馈"><a href="#充分有效的反馈" class="headerlink" title="充分有效的反馈"></a>充分有效的反馈</h3><p>反馈重要新仅次于练习，<br>是练习得到的结果<br>1.内部反馈<br>自己身感觉的反馈<br>2.外部反馈<br>自己以为的人给予的反馈</p>
<h3 id="建立稳定清晰的动觉"><a href="#建立稳定清晰的动觉" class="headerlink" title="建立稳定清晰的动觉"></a>建立稳定清晰的动觉</h3><p>感觉和运动知觉的组合，是肌肉的紧张，放松等等，不是外界特性，可以通过练习提升。</p>
<h2 id="心智技能形成理论"><a href="#心智技能形成理论" class="headerlink" title="心智技能形成理论"></a>心智技能形成理论</h2><p>1.原型定向：<br>外化实践模式，物质化内心活动。（就是把自己的计划作为行动，或者吧自己思考的想象的东西用一定的物质化的手段表现）<br>2.原型操作<br>实施想的东西<br>3.原型内化<br>外部的，物质的，外显的转化为观念的，内潜的，简缩的形式。</p>
<h2 id="心智技能的培养"><a href="#心智技能的培养" class="headerlink" title="心智技能的培养"></a>心智技能的培养</h2><h3 id="激发学习的主动性和积极性"><a href="#激发学习的主动性和积极性" class="headerlink" title="激发学习的主动性和积极性"></a>激发学习的主动性和积极性</h3><h3 id="注意原型的独立性，完备性与概括性"><a href="#注意原型的独立性，完备性与概括性" class="headerlink" title="注意原型的独立性，完备性与概括性"></a>注意原型的独立性，完备性与概括性</h3><p>独立性：让学生从已有的背景出发推断出活的的结构和方式，<br>完备性：教师对活动的认识要全面准确<br>概括性：讲授的内容要有多个例子，从不同的方面展示概念。</p>
<h3 id="更具培养的阶段特征，正确使用言语"><a href="#更具培养的阶段特征，正确使用言语" class="headerlink" title="更具培养的阶段特征，正确使用言语"></a>更具培养的阶段特征，正确使用言语</h3><p>在定向和操作阶段，语言起到了对活动的组织，动作的标志作业<br>在内化阶段：语言起到了巩固，概括的作用。是动作的表达工具。</p>
<h3 id="注意学生差异"><a href="#注意学生差异" class="headerlink" title="注意学生差异"></a>注意学生差异</h3>
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